Are instructivist pedagogies more appropriate for learning the sciences in South African low-quintile schools than western literature suggests?

Abstract

Some research suggests that the use of instructivist teaching strategies may be detrimental to learning while other research asserts that such strategies can enhance learning under certain conditions. In this article I make the argument that the conditions present in South African low-quintile 1-3 schools, and, probably, more broadly in schools typical of developing countries, make such strategies appropriate and may indeed be the only strategies currently implementable on a large scale in the South African low-quintile school context. I propose two kinds of instructivist resources, low-language-demand drill-and-practise worksheets and software, that may be effective in improving learning in this context by developing language competence, increasing feedback and reinforcement, and extending teaching and learning time. I caution against a simplistic interpretation of the argument, and discuss possible difficulties. Discussions such as this are necessary in our search for appropriate and implementable solutions to the crisis of South African underperformance in education.

A snapshot of teachers' knowledge and teaching behaviour with regard to developing self-regulated learning

“…One of the three main priorities of the South African National Development Plan (2012) is to improve the quality of education and skills development, along with addressing the education crisis in the country. The persistent challenges to education and the consequences of their not being met are discussed widely in the literature and in government reports (see Mlachila & Moeletsi, 2019;Spaull & Kotze, 2015;Stott, 2018.) Roodt (2018) has identified teachers' poor pedagogical content knowledge as a challenge and a reason behind the underperformance of learners.…”

Newly Qualified Female Teachers’ Perception of Teaching Practicum as a Component of Initial Teacher Education in South Africa

“…Newly Qualified Female Teachers' Perception of Teaching Practicum as a Component of Initial Teacher Education In South Africa Several quintiles 1, 2 and 3 schools in South Africa are not well resourced and are overcrowded (Stott, 2018;Ogbonnaya & Awuah, 2019), which impedes teaching. Korthagen (2001) argues that teaching requires "holistic judgement about what, when and how" a specific class should be taught and that it is challenging to prepare teachers for such a holistic scope.…”